Effective strategies for research integrity training - a meta-analysis
Katsarov, Johannes Andorno, Roberto Krom, André van den Hoven, Mariëtte
Katsarov, Johannes
Andorno, Roberto
Krom, André
van den Hoven, Mariëtte
Contributor(s)
Keywords
Developmental and Educational Psychology
Meta-analysis
Meta-regression
Research integrity
RCR
Ethics education
Meta-analysis
Meta-regression
Research integrity
RCR
Ethics education
GE Subjects
Codes of ethics
Education and ethics
Education and ethics
Collections
Research Projects
Organizational Units
Journal Issue
Abstract
This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.
Note(s)
Topic
Type
Article
Date
2021-08-27
Identifier
ISBN
DOI
10.1007/s10648-021-09630-9
Copyright/License
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